How far on the way to universal primary and secondary education?

Transcription

Leaving no one behind: How far on
the way to universal primary and
secondary education?
POLICY PAPER 27/
FACT SHEET 37
July 2016
With the adoption of the
Sustainable Development
Goals (SDGs), countries have
promised to achieve universal
completion of primary and
secondary education by 2030.
The challenge of getting all children and
youth into school is immense
The new global education goal, SDG 4, covers an ambitious range of targets,
including the pledge to ‘ensure that all girls and boys complete free, equitable and
quality primary and secondary education leading to relevant and effective learning
outcomes’ and to ‘eliminate gender disparities in education and ensure equal access
to all levels of education and vocational training for the vulnerable, including persons
with disabilities, indigenous peoples and children in vulnerable situations’ by 2030
(United Nations, 2015).
This paper, jointly released
by the UNESCO Institute
for Statistics (UIS) and the
Global Education Monitoring
FIGURE 1
Global number of out−of−school children and youth, 2000−2014
Primary age
(GEM) Report, illustrates the
magnitude of this challenge.
350
adolescents and youth
according to a new set of UIS
indicators. A key obstacle
to achieving the target is
persistent disparities in
education participation linked
to sex, location and wealth,
especially at the secondary
level. Selected policy responses
to promote enrolment in
secondary education are
92.4 million
Out−of−school children and youth
are currently out of school,
Upper secondary age
World in 2000
374.7 million
Globally, 263 million children,
between the ages of 6 and 17
Lower secondary age
300
250
World in 2014
263.0 million
Female
83.9 million
69.1 million
200
53.4 million
Male
44.9 million
Female
29.1 million
Male
31.1 million
72.7 million
150
100
57.8 million
50
0
42.3 million
2000
2001
2002
2003
2004
2005
2006
Female
32.1 million
Male
28.9 million
2007
2008
2009
2010
2011
2012
2013
2014
Source: UNESCO Institute for Statistics database.
reviewed.
To better evaluate the challenges ahead, this paper presents a new set of indicators
covering children, adolescents and youth from primary to upper secondary age, which
were developed by the UNESCO Institute for Statistics (UIS) as part of its mandate
to develop the frameworks and methodologies for indicators needed to monitor
SDG 4 and Education 2030 (see Box 1). The new figures are staggering.
BOX 1
A new generation of data to
monitor SDG 4 – Education 2030
To help transform the new global education goal into reality, the
UIS is responsible for the collection, analysis and dissemination
of data needed to monitor progress and better target policies
and resources (UNESCO, 2015). Clearly, no single organization
can produce all the indicators for SDG 4 and the Education 2030
Agenda. The UIS is therefore working closely with countries and
partners to develop standards and methodologies to produce a
new generation of cross-nationally comparable education data
with a specific focus on learning and equity.
To learn more, see the video on Getting Education Data Right
and the new series of briefs, Meet the Education 2030 Data
(http://on.unesco.org/meet-sdg4-data).
About 263 million children and youth are out of school, according
to UIS data. This number includes 61 million children of primary
school age (about 6 to 11 years), 60 million young adolescents of
lower secondary school age (about 12 to 14 years), and 142 million
youth of upper secondary school
age (about 15 to 17 years) for the
school year ending in 2014.i
About 263 million
children and youth
are out of school
As shown in Figure 1, the
numbers of excluded children
and adolescents fell steadily
between 2000 and 2007, but progress has since slowed down.
The same trend can be observed in the percentages of out-ofschool children, adolescents and youth (Figure 2). Between 2000
and 2007, the primary out-of-school rate fell from 15% to 10%, and
declined only to 9% by 2014. The lower secondary out-of-school
rate fell from 25% in 2000 to 18% in 2007 and 16% in 2014. Only
the upper secondary out-of-school rate declined steadily over the
entire period, from 49% to 37%,
a trend mirrored in the evolution
FIGURE 2
of the number of out-of-school
Global out−of−school rate, primary and secondary school age, 2000−2014
youth since 2000. Today, 1 out
Female
Both sexes
Male
of 11 primary school age children,
52
1 out of 6 lower secondary
50 49
school age adolescents, and 1
45
out of 3 upper secondary school
Upper secondary
Out−of−school rate (%)
40
30
out−of−school rate
38
37
37
Global averages mask
gender inequalities
28
25
20
age youth are not in school.
22
Lower secondary
out−of−school rate
18
15
12
16
In 2000, 54% of the
375 million out-of-school
Primary out−of−school rate
children, adolescents and youth
were female. By 2014, there
0
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
was virtually no difference in
the global rates: 19% of girls of
primary and secondary age were
out of school, compared to
18% of boys. However, these global averages mask considerable differences at regional and country levels. For
example, a closer look at the data shows that girls are more likely to remain excluded from education while
out-of-school boys stand a greater chance of eventually entering school.
10
10
9
8
Youth are more likely to be out of school
Out-of-school rates for youth of upper secondary school age are far greater than those for children and
adolescents of primary and lower secondary school age. Figure 3 presents the regions of the world sorted by
the primary out-of-school rate. Globally, lower-secondary-age adolescents are nearly twice as likely to be out of
school (16%) as primary-age children (9%). Upper-secondary-age youth are four times as likely to be out of
school (37%) as children of primary school age.
POLICY PAPER 27 / FACT SHEET 37 • Leaving no one behind: How far on the way to universal primary and secondary education?
2
This increase in out-of-school rates with age is
found in all regions to varying degrees. In Southern
Asia and sub-Saharan Africa, at least half of all youth
are not in school. In Southern Asia, youth of upper
secondary age are eight times as likely to not be in
school as children of primary age.
FIGURE 3
Out−of−school rate by region and age group, 2014
Primary age
Lower secondary age
1
Northern Africa
Eastern Asia
3
25
7
3
2
Developed regions
Upper secondary age
5
South-Eastern Asia
5
Caucasus and Central Asia
4
17
8
14
37
6
Latin America and the Caribbean
6
Southern Asia
6
16
8
24
20
11
Western Asia
12
Oceania
Sub-Saharan Africa
9
World
0
10
50
16
33
21
34
58
16
37
20
30
40
50
Out-of-school rate (%)
To correctly interpret these figures, it is important
to consider the characteristics that set this age
group apart. For example, while primary and lower
secondary education are compulsory in nearly all
countries, the same is not true for upper secondary
education. In addition, youth of upper secondary
age are often of legal working age and thus
have both a right to employment and a right to
education.
Note: For Oceania, only the primary out−of−school rate is available and the data refer to 2013.
Upper secondary data for the Caucasus and Central Asia refer to 2012.
Moreover, the indicator does not reflect the
activity status or reasons why individuals in each
age group fail to participate in education. To
obtain a more detailed picture of their situation, it is necessary to analyse the upper secondary out-of-school rate
in combination with labour market data and other sources of information (see page 14).
The high upper secondary out-of-school numbers are also a result of the complete lack of education among
many youth. In 2005, about 75 million – or 1 out of 9 children of primary age – were out of school (Figure 1).
These children are now in the age range of upper secondary education and many have never attended
school, highlighting the urgency of achieving universal primary education. While it is important to address
the needs of upper-secondary-age youth, it is essential that these efforts not divert resources from primary
and lower secondary education. The following sections take a closer look at the data by age group.
Primary out-of-school rates and numbers
The global number of out-of-school children of primary school age has remained almost the same for the past
five years, according to UIS data. Of the 61 million out-of-school children, 34 million or more than half live in
sub-Saharan Africa, due in part to high population growth rates in the region (Table 1). Southern Asia has the
second highest number of out-of-school children with 11 million.
TABLE 1
Primary out-of-school rates and numbers, 2014
Region
Developed regions
Eastern Asia
Northern Africa
Oceania
South-Eastern Asia
Southern Asia
Sub-Saharan Africa
Western Asia
World
Both sexes
5.7
3.1
3.0
6.0
0.9
11.5
5.2
6.2
21.2
10.7
8.9
Male
5.4
3.4
3.0
6.2
1.0
8.9
5.3
5.8
19.2
7.8
8.1
Out-of-school number (millions)
Female
6.1
2.9
3.0
5.8
0.7
14.3
5.1
6.8
23.3
13.7
9.7
Both sexes
0.3
2.3
2.9
3.6
0.2
0.2
3.3
11.4
34.2
2.6
60.9
Male
0.3
1.3
1.6
1.9
0.1
0.1
1.7
5.5
15.6
1.0
28.9
Female
0.2
1.1
1.4
1.7
0.1
0.1
1.6
5.9
18.6
1.6
32.1
Note: Data for Oceania refer to 2013.
3
Sub-Saharan Africa also has the highest
rate of exclusion, with 21% of children of
primary school age denied the right to
education, followed by Oceania (12%) and
Western Asia (11%) (Figure 4). These three
regions also have the widest gender gaps. In
sub-Saharan Africa, 23% of all girls and 19%
of all boys are out of school. In Oceania and
Western Asia, the out-of-school rates are
14% (female) and 9% (male), and 14% (female)
and 8% (male), respectively.
FIGURE 4
Out−of−school rate by region and sex, 2014
Both sexes
Female
Male
1
Northern Africa
1
1
Eastern Asia
Developed regions
3
3
3
3
3
3
South-Eastern Asia
5
5
5
5
Southern Asia
Western Asia
6
6
6
6
6
6
6
7
11
8
Oceania
12
9
14
14
Sub-Saharan Africa
19
9
8
World
0
5
21
23
10
10
15
20
Note: Data for Oceania refer to 2013.
FIGURE 5
Out−of−school children of primary school age in selected countries, 2014
or latest year
Brazil
0.9
Indonesia
Bangladesh
India
Pakistan
Uganda
Angola
Senegal
Mozambique
Côte d'Ivoire
Kenya
Burkina Faso
South Sudan
Mali
Niger
United Republic of Tanzania
Ethiopia
Sudan
Nigeria
2.0
0.9
2.9
5.6
0.5
0.6
0.6
0.7
0.9
1.0
1.0
1.0
1.0
1.2
Six countries are home to more than onethird of all out-of-school children, according
to UIS data (Figure 5). Nigeria has
8.7 million out-of-school children of primary
age (Figure 5) followed by Pakistan
(5.6 million), India (2.9 million), Sudan
(2.7 million), Ethiopia (2.1 million) and
Indonesia (2.0 million). Countries
with large numbers of children out
of school for which precise data are
unavailable, such as Afghanistan
or the Democratic Republic of the
Congo, are not presented. However,
estimates for these countries are
incorporated into the global figures.
In 2014, areas in 32 countries
affected by armed conflict were
home to 21.5 million or 35% of the
1.7
global number of out-of-school
2.1
2.7
8.7
children. In addition, 15 million or
Syrian Arab Republic
0.6
25% of out-of-school adolescents of
Yemen
0.6
0
1
2
3
4
5
6
7
8
lower secondary age and 26 million
Out-of-school children (millions)
or 18% of all out-of-school youth
Note: Data for Brazil, India, Syrian Arab Republic, Uganda, United Republic of Tanzania and Yemen refer to 2013.
of upper secondary age lived in
Data for Kenya and Sudan refer to 2012. Data for Angola and South Sudan refer to 2011. Data for Bangladesh and Nigeria refer to 2010.
conflict-affected areas. In Western
Asia, the most affected region, 89%
of out-of-school children, adolescents and youth lived in conflict-affected countries. In these countries, conflict is
an obstacle to data collection and refugees and internally displaced children, adolescents and youth are often not
covered in official statistics (Box 2).
According to current international standards, children of primary school age or older enrolled in pre-primary
education are considered out of school. In more than 80% of countries with data, the proportion of primaryage children in pre-primary education is less than 2%. However, in a small number of countries, including Ghana,
Kenya and Liberia, up to 1 out of 10 primary-age children are enrolled in pre-primary education.
More girls than boys will never go to school
When assessing the number of children out of school it is important to remember that each of these children has
varying exposure to education. Some out-of-school children have attended school in the past but dropped out,
4
BOX 2
Missing: Refugees and internally
displaced children not reflected
by global data
Estimates of the global number of out-of-school children
and youth would most likely increase if more reliable data
were available for forcibly displaced children and youth.
Worldwide there are approximately 20 million refugees
and more than 30 million internally displaced persons, half
of which are estimated to be under the age of 18. Little
is known of the educational needs and current provision
of educational services for the children of refugees. At
best, only partial evidence is available – barely enough
to confirm the dire situation but insufficient to provide
a more precise global number of children and youth
excluded from education.
The United Nations High Commissioner for Refugees
(UNHCR) estimates that half of refugees of primary school
age and three-quarters of refugees of secondary school
age are not in school (UNESCO and UNHCR, 2016). But
this estimate is based on incomplete information due to
conditions on the ground. In the case of the Syrian Civil
War, at least 50 different stakeholders across the region
are trying to provide education services to displaced
children, including ministries of education, international
organizations and civil society organizations
(http://data.unhcr.org/syrianrefugees/regional.php).
In some contexts, refugees are integrated into national
education systems, but in others they are excluded,
depending on their nationality. Moreover, refugees
and internally displaced persons are mobile, making it
difficult to track their education over time across different
systems. Despite these difficult conditions, UNHCR is
trying to steadily integrate refugee children into national
education systems. This marks a positive step forward,
but continued tracking of educational progress is crucial to
target ongoing support to students and their families.
some will attend school in the future and some will never go to
school. According to UIS estimates, 41% or 25 million of all out-ofschool children of primary school age have never attended school
and will probably never start if current trends continue. About
20% of these children attended school in the past but could not
continue their education, and 39% are likely to start late and will
be overage for their grade (Figure 6).
Girls are more likely than boys to remain completely excluded
from education, despite the efforts and progress made over the
past two decades. According to UIS data, 15 million girls of primary
school age will never have the opportunity to learn to read and
write in primary school, compared to about 10 million boys.ii
Across sub-Saharan Africa, 9 million girls will never attend school
compared to 6 million boys. In total, 34 million children between
the ages of 6 and 11 are out of school across the region. One-third
of these children will start at a later age, but almost half will remain
entirely excluded, with girls facing the biggest barriers.
The gender gap is even wider in Southern Asia, where four out
of five out-of-school girls will never enter the formal education
system, compared to two out of five out-of-school boys. About
5 million girls compared to 2 million boys are permanently excluded
from education. More than half of the 11 million out-of-school
children in the region will never enrol. About 12% of out-of-school
children began primary school but dropped out and 26% are likely
to enter school late.
South-Eastern Asia is the only region where out-of-school boys
are more likely than out-of-school girls to never enter school. Girls
not in school have the highest proportion of early school leavers
among all regions with data.
Challenges also remain for children enrolled in school, as many
are at risk of dropping out for various reasons. In Eastern Asia,
Northern Africa, South-Eastern Asia and Western Asia, at least
one-third of out-of-school children left school early (Figure 6).
Lower secondary out-of-school rates and numbers
The global number of out-of-school adolescents of lower secondary school age (60 million) is nearly identical
to the number for primary school age. However, the global lower secondary out-of-school rate (16%) is twice as
high as the primary out-of-school rate. The large majority of these adolescents live in two regions: sub-Saharan
Africa (24 million) and Southern Asia (21 million). Eastern and South-Eastern Asia combined account for another
8 million out-of-school adolescents (Table 2).
The regions with the highest percentages of out-of-school adolescents are sub-Saharan Africa (34%), Southern
Asia (20%), Western Asia (16%) and South-Eastern Asia (14%) (Figure 7). At the global level, male and female
out-of-school rates are identical, but this average hides differences between regions. In Western Asia, 20% of
adolescent girls remain excluded from education compared to 13% of boys. In sub-Saharan Africa, the female
rate is 36% compared to 32% for males. To a lesser extent, boys face a disadvantage in Latin America and the
Caribbean, South-Eastern Asia and Southern Asia.
5
FIGURE 6
School exposure of out−of−school children of primary school age by region, 2014
Sub-Saharan Africa
MF
M
F
Southern Asia
MF
M
F
10
Latin America and MF
M
the Caribbean
F
11
MF
M
F
Western Asia
MF
M
F
World
MF
M
F
50
62
44
71
40
51
39
53
48
48
7
17
15
33
31
19
21
31
69
61
28
20
27
51
34
60
20
19
21
39
32
20
Left school
5
6
5
78
41
40
47
60
Likely to enter
school in the future
35
80
100%
Unlikely to ever
enter school
3.3
1.7
1.6
MF
M
F
2.9
1.6
1.4
MF 2.3
M 1.3
F 1.1
MF 0.2
M 0.1
F 0.1
25
47
MF
M
F
MF 0.3
M 0.2
F 0.2
11
22
20
46
11.4
5.5
5.9
MF 2.6
M 1.0
F 1.6
7
29
81
83
78
12
11
12
0
25
17
44
31
62
17
15
41
34.2
MF 3.6
M 1.9
F 1.7
12
10
14
35
15.6
18.6
MF
M
F
67
51
76
MF
M
F
41
42
81
75
8
14
11
45
42
23
40
Caucasus and MF
M
Central Asia
F
MF
M
F
26
9
32
Developed MF
M
regions
F
Northern Africa
37
33
12
14
17
South-Eastern MF
M
Asia
F
Eastern Asia
17
18
17
MF
M
F
0
28.9
32.1
60.9
Out-of-school
children (millions)
Note: No data are available for Oceania.
For this age group, the
countries with the largest
out-of-school populations are
Lower secondary out−of−school rate by region and sex, 2014
India (11.1 million), Pakistan
Male
Female
Both sexes
(5.5 million), Ethiopia
2
(3.6 million), Bangladesh
2
Developed regions
2
4
(2.2 million), and Indonesia
4
5
5
and Myanmar (1.9 million
5
Northern Africa
6
each) (Figure 8). However,
7
7
Eastern Asia
7
the picture is incomplete
8
8
7
because some countries with
14
15
South-Eastern Asia
a large number of out-of13
16
13
Western Asia
school children of primary
20
20
school age – including Kenya,
21
Southern Asia
18
34
Nigeria, South Sudan and
32
Sub-Saharan Africa
36
United Republic of Tanzania
16
16
World
16
– are unable to report reliable
0
5
10
15
20
25
30
35
data for adolescents of lower
secondary school age. When
Note: Male and female data for Developed regions refer to 2013. Male and female data for the Caucasus and Central Asia refer to 2010.
examining these figures, it
is important to note that
many young people in this
age group who are in school are not attending lower secondary education. Of the 84% of lower-secondaryage adolescents in formal education worldwide, nearly one-fifth are in primary education, often due to late
FIGURE 7
6
TABLE 2
Lower secondary out-of-school rates and numbers, 2014
Region
Both sexes
Male
Female
Both sexes
Male
Female
4.4
2.1
6.6
7.7
5.4
3.7
2.2
6.6
8.0
5.2
4.6
2.0
6.6
7.3
5.7
0.3
1.0
3.2
2.8
0.5
0.1
0.5
1.7
1.5
0.3
0.2
0.5
1.5
1.3
0.3
14.2
19.6
34.1
16.5
16.0
15.2
21.4
31.8
13.1
16.0
13.1
17.7
36.5
20.0
16.0
5.1
20.7
24.3
2.5
60.2
2.8
11.8
11.4
1.0
31.1
2.3
8.9
12.8
1.5
29.1
Developed regions
Eastern Asia
Northern Africa
Oceania
South-Eastern Asia
Southern Asia
Sub-Saharan Africa
Western Asia
World
Note: Male and female data for Caucasus and Central Asia refer to 2010. Male and female data for developed regions refer to 2013. No data are available for Oceania.
FIGURE 8
Out−of−school adolescents of lower secondary age in selected countries,
2014 or latest year
Brazil
Mexico
0.7
1.0
Myanmar
Indonesia
Upper secondary out-of-school
rates and numbers
1.9
1.9
Afghanistan
Bangladesh
Pakistan
India
0.9
Mali
Guinea
Sudan
Uganda
Burkina Faso
Cameroon
Mozambique
Niger
Ethiopia
0.5
0.6
0.7
0.7
0.8
0.8
0.9
1.2
Yemen
2.2
5.5
11.1
3.6
0.7
1.0
0
1
2
entry. Overage enrolment is especially
widespread in sub-Saharan Africa, where
on average about half of all pupils of lower
secondary age are enrolled in primary
school.
3
4
5
6
7
8
9
Out−of−school adolescents (millions)
Note: Data for Brazil, Burkina Faso, India, and Syrian Arab Republic refer to 2013. Data for Ethiopia, Mexico,
Sudan, and Yemen refer to 2012. Data for Bangladesh and Uganda refer to 2010.
10
11
Out-of-school rates and numbers are far
higher among youth of upper secondary
age than younger cohorts. In total,
142 million upper-secondary-age youth
were not in school in 2014, 21 million more
than the combined number of out-of-school
children and adolescents of primary and
lower secondary age (Table 3). Out of these,
69 million live in Southern Asia, 35 million in
sub-Saharan Africa, 10 million in
South-Eastern Asia, 9 million in Eastern
Asia and 8 million in Latin America and the
Caribbean.
From a regional perspective, 58% of all youth between the ages of about 15 and 17 are out of school in sub-Saharan
Africa, followed by Southern Asia (50%), South-Eastern Asia (37%) and Western Asia (33%) (Figure 9). Only the
developed regions have a relatively low out-of-school rate, but even here where the upper secondary level is largely
considered part of compulsory education, 8% of youth are not in school.
Gender disparities vary by region. Overall, young women face greater gender barriers than young men. Young
women are more likely to be out of school in the Caucasus and Central Asia, Northern Africa, Southern Asia,
sub-Saharan Africa and Western Asia. Young men face a disadvantage in the developed regions, Eastern Asia,
and Latin America and the Caribbean.
Southern Asia has the largest number of out-of-school youth, due mainly to three countries. In India,
47 million youth of upper secondary age are not in school, representing nearly half of the population for
7
that age group. Pakistan (10 million) and
Bangladesh (8 million) also have large out-ofschool populations (Figure 10). Some countries
with large out-of-school numbers for younger
age groups are not represented, including
Ethiopia, Nigeria and Sudan, due to lack of data.
FIGURE 9
Upper secondary out−of−school rate by region and sex, 2014
Both sexes
Male
8
Developed regions
7
Female
9
16
10
23
17
Eastern Asia
24
23
25
25
24
Northern Africa
Western Asia
27
30
South-Eastern Asia
33
35
37
37
37
50
49
51
Southern Asia
Sub-Saharan Africa
55
World
0
10
Over-age enrolment is also common among
pupils of upper secondary school age.
Approximately one-quarter of the 63% of
upper-secondary-age youth enrolled in
school worldwide are in primary or lower
secondary education, due to late entry,
repetition or a combination of the two.
Interventions designed to reduce the
out-of-school rate must therefore be
combined with efforts to ensure that all
children start school on time, that repetition
is minimized, and that every child completes
primary, lower secondary and upper
secondary education.
21
12
20
30
37
37
38
40
50
58
61
60
Note: Data for the Caucasus and Central Asia refer to 2013.
Disparities in school attendance increase from
primary to secondary education
Inclusion is central to the 2030 Agenda for Sustainable Development: no goal will be considered met unless it has
been met by everybody. This point is reiterated by the 2016 meeting of the High Level Political Forum, which will
commence implementation of a global follow-up and review mechanism for the SDGs.
Achieving a target on average is not sufficient. While gender parity in secondary school enrolment has been
achieved globally, almost one in two countries fail to achieve parity, underlining the need to examine data from
different angles.
Governments have committed to measure disparities between different population groups defined by region,
ethnicity, language, disability or any other potential marker of disadvantage. At the global level, options are
more limited as data currently exist on only three individual characteristics comparable across countries: sex,
TABLE 3
Upper secondary out-of-school rates and numbers, 2014
Region
Developed regions
Eastern Asia
Northern Africa
Oceania
South-Eastern Asia
Southern Asia
Sub-Saharan Africa
Western Asia
World
Both sexes
Male
Female
Both sexes
Male
Female
16.2
7.9
17.0
23.9
25.2
16.9
8.5
21.2
24.9
23.8
15.5
7.3
12.4
22.8
26.6
0.6
3.4
9.0
7.6
2.4
0.3
1.9
5.9
4.0
1.1
0.3
1.5
3.1
3.6
1.2
36.7
49.9
57.7
32.6
37.2
36.8
48.7
54.6
29.8
36.9
36.5
51.2
60.8
35.5
37.5
10.4
68.7
34.8
4.4
141.8
5.3
35.1
16.7
2.1
72.7
5.1
33.7
18.1
2.4
69.1
Note: Data for Caucasus and Central Asia refer to 2012. No data are available for Oceania.
8
location and wealth – and
their combinations (for a new
initiative on harmonizing
indicators related to inequalities,
see Box 3).
FIGURE 10
Out−of−school youth of upper secondary age in selected countries, 2014 or latest year
Brazil
Mexico
1.8
Morocco
Egypt
0.8
1.1
Malaysia
Myanmar
Indonesia
1.0
1.2
Iran (Islamic Republic)
Afghanistan
Nepal
Bangladesh
Pakistan
India
1.0
1.1
1.2
Guinea
Ghana
Zimbabwe
Kenya
Mali
Cameroon
Burkina Faso
Mozambique
Niger
Uganda
Angola
0.5
0.6
0.7
0.7
0.7
0.8
0.8
0.9
0.9
1.0
1.1
Turkey
Yemen
0.9
0.9
1.1
0
3.0
4.0
7.8
5
10.4
10
46.8
15
20
25
Out−of−school youth (millions)
30
35
40
These dimensions present
striking inequalities,
emphasizing the extent of the
work needed to achieve equal
access to all levels of education
for vulnerable populations by
2030 – the focus of Target 4.5 in
the new agenda.
Large disparities in
education attendance
by wealth highlight the
challenges ahead
45
The Inter-agency and Expert
Group on SDG Indicators has
proposed the parity index as
the global measure to monitor
Target 4.5 on inequality in
education. The parity index is the ratio between the indicator
values of two groups. It ranges from 0 (extreme inequality at
the expense of one group) over 1 (parity) to infinity (extreme
inequality at the expense of the other group). The index will
be monitored for each of three characteristics: sex, location
and wealth. For example, if 50% of the poorest and 100% of the
richest children attend school, then the wealth parity index
of the attendance rate is 0.50. Parity is considered achieved if
the index is between 0.97 and 1.03.
Note: Data for Ghana and Nepal refer to 2015. Data for Brazil, Burkina Faso, India, Syrian Arab Republic, Turkey and Zimbabwe refer to 2013. Data for Kenya, Mexico,
Morocco, and Yemen refer to 2012. Data for Angola, Bangladesh, and Uganda refer to 2010.
BOX 3
Measuring equity with
disaggregated data for the SDGs
Many indicators for monitoring SDG 4 are meant to be
disaggregated by sex, location, household wealth, disability
status, and other personal and household characteristics.
In response to this call for a greater focus on equity and data
disaggregation in the SDGs, the UIS together with UNICEF,
the World Bank and other partners established the Interagency Group on Education Inequality Indicators (IAG-EII) in
2016.
The main objective of the IAG-EII is to generate consensus
and promote common methodologies related to the
production and use of household survey data for monitoring
education targets at the global, regional and national level.
It aims to harmonise approaches for use in the analysis and
reporting of indicators. The IAG will help to complement
evidence available through administrative data and increase
This measure was proposed primarily because it is the easiest
to communicate and has been effective in describing gender
disparities over the past two decades.
Among children of primary school age in five world regions,
wealth parity in terms of school attendance exists only in
Latin America and the Caribbean, and is close to achievement
in Eastern and South-Eastern Asia. In Northern Africa and
Western Asia, and Southern Asia, the wealth parity index is just
over 0.90, while in sub-Saharan Africa it is only 0.65 (Figure 11).
the visibility of population groups not presently reflected in
official statistics. An additional benefit will be the growing
legitimacy of equity-related survey-based indicators to serve
the 2030 education agenda, with a particular emphasis on
the use of such data by countries.
Disparities widen in school attendance for adolescents of
lower secondary and youth of upper secondary school age
in particular. In Eastern and South-Eastern Asia, the wealth
parity index is 0.89 among adolescents of lower secondary
school age, but only 0.63 among youth of upper secondary
school age. Among the latter group, the lowest parity index
9
value was observed in sub-Saharan Africa
(0.55).
FIGURE 11
Wealth parity index for three indicators of participation in education,
by region, 2008–2014
1.0
Gender disparities differ for poor
and rich children and adolescents
Parity
Gender disparities in education participation
have decreased significantly since 2000,
with rapid convergence towards parity
at the global level. However, this masks
two opposing trends. The first concerns
differences across individual countries,
particularly in secondary education, where
large disparities exist at the expense of
females in poorer countries and at the
expense of males in richer countries.
Wealth parity index
0.9
Latin America and the
Caribbean
0.8
Southern Asia
0.7
Eastern and South-Eastern
Asia
Northern Africa and
Western Asia
0.6
The second less-recognized trend concerns
the difference in gender balance within
countries between the poorest and richest
children, adolescents and youth. For all
regions reviewed here, except sub-Saharan
Africa, the richest enjoy gender parity in
education attendance for youth of primary,
lower secondary and upper secondary
school age.
Sub-Saharan Africa
0.5
Primary age
Lower secondary age
Upper secondary age
(In school)
Note: Only low- and middle-income countries in the respective regions are included in the calculations.
Source: GEM Report team analysis using household surveys.
FIGURE 12
Gender parity index for three indicators of participation in education among
the poorest and richest females and males, selected regions, 2008–2014
1.1
Richest
Parity
Gender parity index
1.0
0.9
Poorest
0.8
Sub-Saharan Africa
Northern Africa
and Western Asia
Southern Asia
Latin America and
the Caribbean
In school (upper secondary age)
In school (primary age)
In school (lower secondary age)
0.6
0.7
Eastern and
South-Eastern Asia
However, among the poorest there
are large disparities at the expense
of girls in three of the five regions,
which increase at higher education
levels (Figure 12). For example, in
Northern Africa and Western Asia,
there is gender parity in attendance
for children of primary school age, but
the gender parity index falls sharply
to 0.85 for adolescents of lower
secondary school age and to 0.77 for
youth of upper secondary school age.
Disparities affect various
aspects of education
participation
Disparities affecting participation in
education also occur at the transition
from primary to lower secondary and
then to upper secondary education.
These occur for different reasons. For
example, the probability of starting
Note: Only low- and middle-income countries in the respective regions are included in the calculations.
Source: GEM Report team analysis using household survey.
10
school on time or the probability of repeating a grade affect whether students are the right age for their grade.
These factors in turn affect the probability that they will continue their education.
In all five regions reviewed, the wealth parity index indicates disparity at the expense of the poorest adolescents
(Figure 13). Such disparities are generally stronger in the transition from lower to upper secondary education.iii
In Latin America and the Caribbean, the wealth parity index was 0.88 for the transition from primary to lower
secondary education and 0.81 for the transition from lower to upper secondary education. Eastern and
South-Eastern Asia has the lowest disparity for the transition to lower secondary education, but the second
highest disparity for transition to upper secondary education.
FIGURE 13
Wealth parity index of the transition rate to lower and upper secondary education,
selected regions, 2008–2014
Transition rate into lower secondary
Wealth parity index
1.0
Transition rate into upper secondary
Parity
0.9
0.8
0.7
South-Eastern
Asia
Southern Asia
Latin America
and the Caribbean
Northern Africa
and Western Asia
Sub-Saharan
Africa
Note: See endnote (iii). Only low- and middle-income countries in the respective regions are included
in the calculations.
Source: GEM Report team analysis using household surveys.
Over-age attendance risks
reducing participation in
secondary education
Being over-age as a result of late
entry to school and/or repetition
is strongly linked to leaving school,
especially at secondary level.
Over-age attendance is a particular
concern for girls’ education in
some countries. The percentage
of students at least two years
older than their grade is already
high from the first grade, but
increases as students repeat and
fall further behind. However, in
Ghana the percentage of overage girls was 57% among grade
5 students, but only 50% among
grade 8 students. In Malawi, it was
51% in grade 6, but 34% in grade 8,
while the percentage of over-age
boys remained the same or even
increased. Since students rarely skip
grades, this suggests that those
over-age are more likely to drop out
(Figure 14a).
Household surveys also provide other characteristics of over-age students, and tend to show that late entry is
more common among poor households. For example, in Haiti, 36% of the poorest 60% of students, but only 21% of
the richest 40%, entered primary school at least two years later than the official school entrance age in 2012. The
size of the gap doubles by grade 4, when 75% of the poorest students are over-age, making them more likely to
repeat school and fall behind (Figure 14b).
In Swaziland, the gap on entry into primary school between the poorest and richest children is not significant.
However, it increases rapidly by grade 5 at which point 54% of the poorest 60% are over-age, compared with
30% of the richest 40%. From grade 6 onwards, the share of the over-age among the poorest begins to decrease,
suggesting that they are more likely to leave school.
11
FIGURE 14
Percentage of students who are overage
a. By grade and sex, Ghana 2011 and Malawi 2010
b. By grade and wealth, Haiti 2012 and Swaziland 2010
80
70
60
50
40
30
20
Male
Female
10
0
1
2
3
4
5
6
7
8
1
2
3
Ghana
4
5
Malawi
6
7
8
Student at least two years older than official age for grade (%)
Student at least two years older than official age for grade (%)
80
Poorest 60%
Richest 40%
70
60
50
40
30
20
10
0
1
2
3
4
5
6
7
8
Haiti
9
1
2
3
4
5
6
7
8
9
Swaziland
Source: GEM Report team analysis using DHS and MICS surveys.
Responding to the challenge of getting all adolescents
and youth into secondary school
The effort to get all adolescents and youth into secondary education by 2030 represents an extraordinary
challenge. According to the Global Education Monitoring Report team, US$39 billion will be needed every year to
fill the funding gap and achieve this target in low and lower-middle-income countries (UNESCO, 2015).
Several policy options could take countries closer to the target. These include measures to increase supply,
notably classroom construction and improvements in school infrastructure related to water, sanitation and
accessibility, as well as measures to increase demand, such as removal of fees, unconditional and conditional
cash transfers, scholarships or ease of restrictions to progression.
The following sections highlight four policy options with particular relevance to secondary education:
(i) extending the coverage of compulsory education to at least nine years and beyond; (ii) raising the minimum
age for admission to employment and enforcing the implementation of conventions on child labour; (iii) providing
financial support to poor families to cover the direct and indirect costs of schooling; and (iv) making secondary
education more relevant to young people.
Extending compulsory education to nine years and beyond
The Education 2030 Framework for Action called on countries to ‘ensure the provision of 12 years of free, publicly
funded, equitable quality primary and secondary education, of which at least nine years are compulsory’. While
most countries provide at least nine years of compulsory primary and secondary education, upper secondary
education is not compulsory in many countries, especially in Africa and Asia (Figure 15).
12
FIGURE 15
Duration of compulsory education (excluding pre-primary education), 2014
No compulsory
education
5-6 years
7-8 years
9-10 years
11-13 years
No data
Note: The depiction and use of boundaries and related data shown on this map are not warranted to be error free nor do they necessarily imply official endorsement or acceptance by UNESCO.
Source: UNESCO Institute for Statistics.
Extending compulsory schooling laws has historically proven effective in high-income countries, especially for
disadvantaged individuals. An analysis of 12 European countries, including Belgium, Ireland and Spain, showed
that an increase in compulsory education by one year increased attainment by 0.4 years for females and
0.3 years for males at the bottom 10% in terms of ability. The impact of compulsory schooling laws on
educational attainment remained significant for females across the ability scale (Brunello et al., 2009).
In Turkey, the extension of compulsory schooling from five to eight years in 1997 increased the number of years
of schooling attained at age 17 by about 1.3 years for rural men and about 1.5 years for rural women. The policy
reduced the urban-rural gap in completed years of schooling at age 17 by 0.5 years for men and 0.7 to 0.8 years
for women (Kirdar et al., 2015).
However, reforms to extend compulsory education can be limited by high-stakes assessments at the end of the
primary and lower secondary education cycle designed to certify and select students to continue to the next
cycle. In some countries, such exams have contributed to increased grade repetition and lower levels of transition
to higher education levels. In the United Republic of Tanzania, for example, fewer than half of grade 7 children
passed the Primary School Leaving Examination in 2010. Only 41% of those who reached the last grade of primary
school in 2009 made the transition to secondary education (UNICEF, 2011).
To smooth the transition to secondary school, some countries have abolished examinations at the end of the
primary and lower secondary cycle. In the Gambia, where examinations at the end of primary education were
discontinued in 2002, enrolment in lower secondary education increased from 44% in 2002 to 63% in 2004
(UNESCO, 2012). Similarly, Fiji phased out standardized examinations at the end of lower secondary education
in 2010 (Fiji Government, 2010). This partly explains the increase in survival to the last grade of lower secondary
from 79% to 87% between 2008 and 2012, as well as the increase in the upper secondary enrolment rate by nearly
10 percentage points from 54% to 63% over this period.
Addressing the challenge of working children, adolescents and youth
In 2012, the International Labour Organization (ILO) put the number of child labourers aged 5–17 at 168 million,
a significant decline from 246 million in 2000.iv Combining work and school, while an improvement over
13
non-attendance, still hurts eventual educational attainment and learning outcomes. The more hours children
and adolescents work per week, the more likely they are to lag behind.
Age-for-grade data show that children who work and attend school lag behind their non-working peers in terms
of grade progression at age 13 in many countries. This is likely due to repetition arising from poorer performance,
higher incidence of late entry and higher absenteeism (Understanding Children’s Work, 2015).
The availability and enforcement of legislation can reduce child labour and improve education outcomes. At
present, 168 countries have ratified the 1973 Minimum Age Convention of the ILO and 179 countries have ratified
the 1999 ILO Worst Forms of Child Labour Convention. A study using data from the Trends in International
Mathematics and Science Study (TIMSS) showed that the negative link between student employment and
academic performance was smaller among students whose countries had ratified the ILO Minimum Age
Convention by the year they began their schooling, probably due to labour protection in these countries
(Byun et al., 2014).
Governments committed to ensuring that all adolescents and youth complete secondary education need to
monitor trends in child labour, including through learning assessments. An expansion of technical support
to national statistical offices or other government bodies would also help to establish reliable country-level
mechanisms to monitor the evolution of child labour and its impact on schooling.
Providing generous incentives for poor adolescents and youth to continue their education
On paper, most countries provide free secondary education. However, indicators based on legal and policy
documents have limitations. Even when fees are abolished, families are still burdened with multiple costs.
The share of total education expenditure borne by households at each education level is a stronger indication
of the extent to which education is free. Social protection programmes, such as cash transfers, family or child
allowances, have been used to reduce direct and opportunity costs for vulnerable children and prevent them from
having to work (Bruns et al., 2012; Evans et al., 2009).
FIGURE 16
Percentage of children, adolescents and youth by schooling and employment status, selected countries, circa 2000 and 2010
Neither employment nor schooling
Only employment
Only schooling
Employment and schooling
Adolescents aged 12 to 14
Children aged 7 to 11
Youth aged 15 to 17
100
80
60
40
20
2001
2011
2001
2010
2001
2011
Brazil
Indonesia
Ecuador
2001
2011
Colombia
El Salvador 2001
2011
2003
2019
Bolivia
Malawi 2004
2011
2000
2011
Guatemala
Uganda 2006
2011
Colombia 2001
2011
Viet Nam 2000
2011
Senegal 2000
2011
Burundi 2000
2010
Sierra Leone 2000
2010
Togo 2000
2010
Ecuador
Cameroon 2001
2011
2001
2011
Brazil
2001
2011
Colombia
2001
2011
2000
2011
Guatemala
2001
2011
2004
2011
Malawi
El Salvador
2000
2010
Togo
Viet Nam 2000
2011
2000
2011
Senegal
2000
2010
Burundi
Sierra Leone 2000
2010
2001
2011
Cameroon
0
Source: Understanding Children’s Work (2015).
14
There has been a clear increase in social protection programmes with education-related objectives. Out of 94
social protection programmes with information on age or grade-level targeting, 55% were directed at both primary
and secondary school age children, 24% explicitly targeted primary school children, and 20% explicitly targeted
secondary school-age adolescents and youth. Many programmes have increased their emphasis on the older age
group. For instance, the highest age of eligibility for the child support grant in South Africa, first introduced in 1998,
was extended from 7 years to 14 years, 15 years and ultimately 18 years following strong civil society campaigns
(Garcia-Jaramillo and Maranti, 2015).
Cash transfers to vulnerable households are often conditional on school attendance. Flagship programmes
in middle-income countries such as Brazil, Colombia, Mexico and the Philippines now reach over 50% of poor
households (Stampini and Tornarolli, 2012; Chaudhury et al., 2013). Programmes in low-income countries, especially
in sub-Saharan Africa, have also expanded, but are typically smaller in scale and tend to provide unconditional
grants (Garcia and Moore, 2012; Gentilini et al., 2014).
Many programmes that target primary and secondary school-age children tend to have a larger impact on
secondary than primary school attendance (Independent Evaluation Group, 2011). For example, the Bolsa Familia
programme in Brazil reduced dropout rates by 7.8 percentage points. The equivalent programme in Colombia
helped increase secondary school attendance by 17.5 percentage points for rural adolescents and 7.8 percentage
points for urban adolescents – and eventually heightened the probability of graduation, especially for girls
(Garcia-Jaramillo and Maranti, 2015).
Making secondary education more attractive to disadvantaged youth
The disconnect between what students are taught and what they perceive as relevant for their lives can reduce
their interest in education. More diversified secondary education curricula reflecting wider student interests
can help keep youth in education. The European Commission’s Working Group on School Policy (2014–2015)
recommended ‘engaging and relevant curricula’ as a key mechanism to prevent early school leaving, with an
emphasis on curricula that allow more learner-centred approaches and collaborative teaching and learning
(European Commission, 2015).
Curriculum diversification should not occur at the expense of foundation skills essential for success in the
job market and schooling. A core curriculum at lower secondary education can empower all learners with the
necessary skills – an approach adopted by many countries around the world. For example, Botswana reformed its
basic education system to ensure a core curriculum for all lower secondary students, including subjects such as
languages, sciences, agriculture and technology (UNESCO, 2012). In contrast, tracking lower secondary school-age
students by academic and vocational programmes seems to have a negative impact on completion rates
(European Commission/EACEA/Eurydice/Cedefop, 2014).
In order to benefit from secondary level curricula, students must possess the necessary skills from previous
education stages. Due to the poor quality of previous schooling or education interruptions, many disadvantaged
students enter secondary education with learning deficits that hinder learning, reduce motivation and push them
to drop out. More personalized support or counselling can help such students catch up with their more privileged
peers and fully participate in secondary schooling. In South Africa, IkamvaYouth, a non-profit organization,
provides tutoring to disadvantaged students through peer-to-peer learning. In 2015, it covered 11 townships and
about 1,400 students. A survey of alumni indicated that they are five times more likely to complete secondary
school and hold a tertiary-level qualification than their peers (Spaull, 2015; IkamvaYouth, 2016).
In Portugal, the Educational Territories of Priority Intervention Programme (Territórios Educativos de Intervenção
Prioritária, TEIP) aims to minimize the risk of early leaving among disadvantaged students through a diversified
programme that includes tutorials and additional learning time within targeted schools. In 2011/12, more than
two-thirds of TEIP schools had dropout rates lower than the national average and over 99% of TEIP students did
not interrupt their school progression following basic education. The programme covered 16% of schools in 2014
(ICF, 2013; European Commission, 2015b).
15
No more broken promises
The numbers are staggering – 263 million children, adolescents and youth are excluded from education. More than
half of all excluded children and youth are between the ages of 15 and 17. While it is essential to meet their specific
needs, every stakeholder must ensure that resources are not diverted from primary and lower secondary education,
and that interventions needed to reach the most marginalized children obtain the necessary financing.
The international community cannot break yet another promise and deny children their basic human right to
education: currently 25 million children are expected to never attend school. It is essential to bridge the annual
financing gap needed to provide 12 years of quality education to all children and youth, including marginalized
groups. There are no shortcuts.
The average school ages corresponding to each
level of education are based on data for individual
countries.
i
The UIS produces annual data on the number of
out-of-school children and estimates concerning
their likelihood to start school in the future. It is
important to note that the numbers of girls and boys
likely to remain excluded from education can vary
considerably from year to year due to fluctuations
in underlying population estimates.
ii
The transition rate is calculated as a ratio of two
completion rates. For example, the transition rate to
lower secondary education is calculated as the first
grade of lower secondary school completion rate
iii
UNESCO Institute for Statistics (UIS)
C.P. 6128 Succursale Centre-ville
Montreal, Quebec H3C 3J7 Canada
Tel: +1-514-343-6880
Fax: +1-514-343-5740
Email: uis.information@unesco.org
http://www.uis.unesco.org
The UIS is the official source of education data
used to monitor SDG 4-Education 2030.
The UNESCO eAtlas of Out-of-School Children lets
you explore the data with interactive maps at
http://on.unesco.org/oosc-map.
Go straight to the source of the data at
http://www.uis.unesco.org
Global Education Monitoring Report
c/o UNESCO
7, place de Fontenoy
75352 Paris 07 SP, France
Email: gemreport@unesco.org
Tel: +33 (1) 45 68 07 41
Fax: +33 (1) 45 68 56 41
www.unesco.org/gemreport
Developed by an independent team and published
by UNESCO, the Global Education Monitoring
Report is an authoritative reference that
aims to inform, influence and sustain genuine
commitment towards the global education
targets in the new Sustainable Development
Goals (SDGs) framework.
age of entry in the first grade of lower secondary
education) divided by the last grade of primary
school completion rate (among those aged 3 to 5
grade of primary education).
Child labour refers to work undertaken by children
below the appropriate legal minimum working age,
based on the ILO Minimum Age Convention, 1973 (No.
138), as well as the worst forms of child labour defined
by the Worst Forms of Child Labour Convention, 1999
(No. 182).
iv
© UNESCO
ED/GEMR/MRT/2016/PP/27 REV4
References to this policy paper can be found here:
https://en.unesco.org/gem-report/sites/gemreport/files/LeavingNoOneBehindReference.pdf
Leaving no one behind: How far on the way to universal primary and secondary education?
16

How far on the way to universal primary and secondary education?

Transcription

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